REFERENCES
- Abella, I. M., & Troper, H. M. (2012). None is too many: Canada and the Jews of Europe, 1933–1948. Toronto, Canada: University of Toronto Press.
- Appiah, K. A. (2006). Cosmopolitanism: Ethics in a world of strangers. New York, NY: W. W. Norton.
- Appleby, J., Hunt, L., & Jacob, M. C. (1994). Telling the truth about history. New York, NY: Norton.
- Arthur, J., & Phillips, R. (2002). Issues in history teaching. London, UK: Routledge.
- Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching and Learning, 7, 131–142. doi:10.1386/ctl.7.2.131_1
- Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
- Bedarida, F. (2000). The historian’s craft, historicity, and ethics. In J. Leersen & A. Rigney (Eds.), Historians and social values (pp. 69–76). Amsterdam, The Netherlands: University of Amsterdam Press.
- Bellino, M. J., & Selman, R. L. (2011). High school students’ understanding of personal betrayal in a socio-historical context of ethnic conflict: Implications for teaching history. International Journal of History Teaching, Learning and Research, 10, 29–43.
- Bellino, M. J., & Selman, R. L. (2012). The intersection of historical understanding and ethical reflection during early adolescence. In M. Carretero, M. Asensio, & M. Rodriguez-Moneo (Eds.), History education and the construction of national identities (pp. 189–202). Charlotte, NC: Information Age.
- Boobbyer, P. (2002). Moral judgements and moral realism in history. Totalitarian Movements & Political Religions, 3, 83–111. doi:10.1080/714005478
- British Columbia Ministry of Education. (2015). British Columbia K–9 social studies curriculum. Retrieved from https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/social-studies_learning_standards.pdf
- Brown University. (2013). A framework for making ethical decisions. Retrieved from http://www.brown.edu/academics/science-and-technology-studies/framework-making-ethical-decisions
- Bruner, J. S. (1960). The process of education. Cambridge, MA: Harvard University Press. doi:10.1119/1.1969598
- Burgh, G., Field, T., & Freakley, M. (2006). Ethics and the community of inquiry: Education for deliberative democracy. Melbourne, Australia: Thomson Social Science Press.
- Cam, P. (2012). Teaching ethics in schools: A new approach to moral reasoning. Camberwall, Australia: Australian Council for Education Research Press.
- Campbell, R. (2007). What is moral judgment? Journal of Philosophy, 104, 321–349. doi:10.5840/jphil2007104716
- Carens, J. H. (2013). The ethics of immigration. Oxford, UK: Oxford University Press.
- Chinnery, A. (2013). Caring for the past: On relationality and historical consciousness. Ethics and Education, 8, 253–262. doi:10.1080/17449642.2013.878083
- Claire, H. (2001). Not aliens: Primary school children and the citizenship/PSHE curriculum. London, UK: Trentham Books.
- Claire, H. (2003). Dealing with controversial issues with primary teacher trainees as part of citizenship education. citizED. Retrieved from http://www.citized.info/?strand=0&r_menu=res
- Cotkin, G. (2008). History’s moral turn. Journal of the History of Ideas, 69, 293–315. doi:10.1353/jhi.2008.0011
- Cracraft, J. (2004). Implicit morality. History and Theory, 43(4), 31–42. doi:10.1111/j.1468-2303.2004.00296.x
- Cuban, L. (1991). History of teaching in social studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 197–209). New York, NY: Macmillan.
- De Sousa, R. (2014). Emotion. The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/spr2014/entries/emotion/
- Den Heyer, K. (2012). History education as a disciplined ‘ethic of truths’. In P. Clark (Ed.), New possibilities for the past: Shaping history education in Canada (pp. 154–174). Vancouver, Canada: University of British Columbia Press.
- Dickinson, A. K., & Lee, P. J. (1984). Making sense of history. In A. K. Dickinson, P. J. Lee, & P. J. Rogers (Eds.), Learning history (pp. 117–153). London, UK: Heinemann.
- Diorio, J. A. (1985). The decline of history as a tool of moral training. History of Education Quarterly, 25, 71–101. doi:10.2307/368892
- Dray, W. H. (1967). History and value judgments. In P. Edwards (Ed.), Encyclopedia of philosophy (pp. 26–30). New York, NY: Macmillan.
- Erickson, D. J. (2016). The case for casuistry in environmental ethics. Environmental Ethics, 38, 287–305. doi:10.5840/enviroethics201638326
- Fogo, B. (2014). Core practices for teaching history: The results of a delphi panel survey. Theory & Research in Social Education, 42, 151–196. doi:10.1080/00933104.2014.902781
- Foster, S. (2014). Teaching controversial issues in the classroom. The exciting potential of disciplinary history. In M. Baildon, L. H. Kah Send, I. Lim, G. Inanc, & J. Jaffar (Eds), Controversial history education in Asian contexts (pp. 19–38). London, UK: Routledge.
- Gaddis, J. L. (2002). The landscape of history: How historians map the past. Oxford, UK: Oxford University Press.
- Gallie, W. B. (1956). Essentially contested concepts. London, UK: Williams & Northgate. doi:10.2307/2217217
- Gibney, M., Howard-Hassmann, R. E., Coicaud, J.-M., & Steiner, N. (Eds.). (2008). The age of apology. Facing up to the past. Philadelphia: University of Pennsylvania Press.
- Gibson, L. S. (2014). Understanding ethical judgments in secondary school history classes ( Unpublished doctoral dissertation). University of British Columbia, Vancouver, Canada.
- Golding, C. (2002). Connecting concepts: Thinking activities for students. Camberwell, Australia: Australian Council for Education Research Press.
- Golding, C. (2005). A ‘philosophy for children’ approach to social studies. In P. Benson & R. Openshaw (Eds.), Towards effective social studies (pp. 113–130). Palmerston North, New Zealand: Kanuka Grove Press.
- Gray, M. (2015). Teaching the Holocaust: Practical approaches for ages 11–18. London, UK: Routledge.
- Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge. doi:10.4324/9780203878880
- Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. New York, NY: Routledge. doi:10.4324/9781315738871
- Hinman, L. M. (2013). Ethics: A pluralistic approach to moral theory (5th ed.). Boston, MA: Wadsworth, Cengage Learning.
- Hirst, P. H. (1965). Liberal education and the nature of knowledge. Philosophical Analysis and Education, 2, 113–140.
- Iggers, G. G. (1997). Historiography in the twentieth century: From scientific objectivity to the postmodern challenge. Hanover, NH: University Press of New England. doi:10.1111/j.1468-2303.2005.00337.x
- Iggers, G. G., Wang, Q. E., & Mukherjee, S. (2008). A global history of modern historiography. New York, NY: Pearson Longman.
- Kant, I. (1952). General introduction to the metaphysic of morals. In R. M. Hutchins (Ed.), Great books of the western world: Kant (pp. 385–394). Chicago, IL: William Benton. (Original work published 1785)
- Katz, M. S., Noddings, N., & Strike, K. A. (Eds.). (1999). Justice and caring: The search for common ground in education. New York, NY: Teachers College Press.
- Kohlberg, L. (1981). Essays on moral development. San Francisco, CA: Harper & Row.
- Krasner, B. D. (2014). Voyage of freedom voyage of doom. American History, 49(3), 54–61.
- Lee, P. J. (1983). History teaching and philosophy of history. History and Theory, 22(4), 19–49. doi:10.2307/2505214
- Lee, P. J. (2005). Putting principles into practice: Understanding history. In S. Donovan & J. D. Bransford (Eds.), How students learn: History, mathematics and science in the classroom (pp. 79–178). Washington, D.C.: National Academies Press.
- Lee, P. J., & Ashby, R. (2000). Progression in historical understanding among students ages 7–14. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 199–222). New York: New York University Press.
- Levesque, S. (2008). Thinking historically: Educating students for the 21st century. Toronto, Canada: University of Toronto Press.
- Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511840272
- Lockwood, A. L., & Harris, D. E. (1985). Reasoning with democratic values: Ethical problems in United States history. New York, NY: Teachers College Press.
- Loewen, J. W. (2007). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: Simon & Schuster.
- Low-Beer, A. (1967). Moral judgments in history and history teaching. In W. H. Burston & D. Thompson (Eds.), Studies in the nature and teaching of history (pp. 137–158). London, UK: Methuen Educational.
- Lowenthal, D. (2000). Dilemmas and delights of learning history. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 63–82). New York: New York University Press.
- Lungen, P. (2016, June 24). Tory MP calls on government to apologize for St. Louis. Canadian Jewish News. Retrieved from http://www.cjnews.com/
- MacIntyre, A. (1996). A short history of ethics: A historical moral philosophy from the Homeric age to the twentieth century. New York, NY: Touchstone.
- Malik, K. (2014). The quest for a moral compass. London, UK: Atlantic Books.
- Markkula Center for Ethics, Santa Clara University. (2015). A framework for ethical decision making. Retrieved from http://www.scu.edu/ethics/practicing/decision/framework.html
- Megill, A. (2004). Some aspects of the ethics of history writing: Reflections on Edith Wyschogrod’s An Ethics of Remembering. In D. Carr, T. R. Flynn, & R. A. Makkreel (Eds.), The ethics of history (pp. 45–75). Evanston, IL: Northwestern University Press.
- Mill, J. S. (1861). Utilitarianism. Retrieved from https://ebookcentral.proquest.com doi:10.1017/CBO9781139923927
- Milligan, A. (2014). Transcending the ethically silent space of the New Zealand social studies curriculum ( Unpublished doctoral dissertation). Wellington, New Zealand: Victoria University of Wellington.
- Munslow, A. (2006). Deconstructing history. New York, NY: Routledge. doi:10.4324/9780203287675
- Nadel, G. H. (1964). Philosophy of history before historicism. In M. Bunge (Ed.), The critical approach to science and philosophy (pp. 19–21). New York, NY: Free Press of Glencoe. doi:10.2307/2504234
- National Council for History Standards. (1996). National standards for history basic edition. Retrieved from https://phi.history.ucla.edu/history-standards/
- National Council for the Social Studies. (2013). The college, career, and civic life (C3) framework for the social studies standards. Silver Spring, MD: Author.
- Neiman, S. (2004). Evil in modern thought: An alternative history of philosophy. Princeton, NJ: Princeton University Press. doi:10.1515/9781400873661
- Noddings, N. (2007). Philosophy of education (2nd ed.). Boulder, CO: Westview Press. doi:10.4135/9781412963992.n278
- Ogilvie, S. A., & Miller, S. (2006). Refuge denied: The St. Louis passengers and the Holocaust. Madison: University of Wisconsin Press.
- Oliver, D., & Shaver, J. P. (1986). Teaching public issues in the high school. Boston, MA: Houghton Mifflin.
- Ontario Ministry of Education. (2013a). The Ontario curriculum, grades 9 and 10: Canadian and world studies. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2013.pdf
- Ontario Ministry of Education. (2013b). The Ontario curriculum, social studies, grades 1–6; history and geography, grades 7–8. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg18curr2013.pdf
- Ontario Ministry of Education. (2015). The Ontario curriculum, grades 11 and 12: Canadian and world studies. (2015). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf
- Osborne, K. (2003). Teaching history in schools: A Canadian debate. Journal of Curriculum Studies, 35, 585–626.
- Osborne, K. (2008). The teaching of history and democratic citizenship. In R. Case & P. Clark (Eds.), The anthology of social studies: Issues and strategies for secondary teachers (pp. 3–14). Vancouver, Canada: Pacific Educational Press.
- Osborne, K. (2011). Teaching Canadian history: A century of debate. In P. Clark (Ed.), New possibilities for the past: Shaping history education in Canada (pp. 55–80). Vancouver, Canada: University of British Columbia Press.
- Partington, G. (1979). Relativism, objectivity and moral judgment. British Journal of Educational Studies, 27, 125–139. doi:10.1080/00071005.1979.9973541
- Partington, G. (1980). What history should we teach? Oxford Review of Education, 6, 157–176. doi:10.1080/0305498800060204
- Pass, S. (2007). Exploring teaching ethics in social studies. International Journal of Social Education, 21(2), 62–78.
- Pass, S., & Willingham, W. (2009). Teaching ethics to high school students. The Social Studies, 100, 23–30. doi:10.3200/TSSS.100.1.23-30
- Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015–1038.
- Peterson, A. (2011). Moral learning in history. In I. Davies (Ed.), Debates in history teaching (pp. 161–171). Abingdon, UK: Routledge.
- Porter, E. (1999). Feminist perspectives on ethics. New York, NY: Pearson Education.
- Preston, N. (2007). Understanding ethics. Sydney, Australia: Federation Press.
- Rawls, J. (1999). A theory of justice. Oxford, UK: Oxford University Press.
- Reiss, M. J. (2010). Ethical thinking. In A. Jones, A. McKim, & M. Reiss (Eds.), Ethics in the science and technology classroom: A new approach to teaching and learning (pp. 7–17). Rotterdam, The Netherlands: Sense.
- Richardson, H. S. (2014). Moral reasoning. The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/win2014/entries/reasoning-moral/
- Rorty, A. (2012). The use and abuse of morality. Journal of Ethics, 16, 1–13. doi:10.1007/s10892-011-9116-0
- S. Res. 111, 111 Cong. (2009). A resolution recognizing June 6, 2009, as the 70th anniversary of the tragic date when the M.S. St. Louis, a ship carrying Jewish refugees from Nazi Germany, returned to Europe after its passengers were refused admittance to the United States, S. 111 (111th Cong.).
- Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development (pp. 765–783). Oxford, UK: Blackwell Publishers. doi:10.1111/b.9780631211860.1998.x
- Seixas, P. (2006). What is historical consciousness? In R. W. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 11–22). Toronto, Canada: University of Toronto Press.
- Seixas, P. (2015). A model of historical thinking. Educational Philosophy and Theory, 49, 593–605. doi:10.1080/00131857.2015.1101363
- Seixas, P., & Ercikan, K. (2011). Historical thinking in Canadian schools. Canadian Journal of Social Research, 4, 31–41.
- Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, Canada: Nelson Education.
- Seixas, P., Peck, C., & Poyntz, S. (2011). ‘But we didn’t live in those times’: Canadian students negotiate past and present in a time of war. Education as Change, 15, 47–62. doi:10.1080/16823206.2010.543089
- Selman, R. L., & Barr, D. (2009). Can adolescents learn to create ethical relationships for themselves in the future by reflecting on ethical violations faced by others in the past? In M. Martens, U. Hartmann, M. Sauer, & M. Hasselhorn (Eds.), Interpersonal understanding in historical context (pp. 19–41). Rotterdam, The Netherlands: Sense.
- Shemilt, D. (1980). Evaluation study: Schools council history 13–16 project. Edinburgh, Scotland: Holmes McDougall.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22. doi:10.17763/haer.57.1.j463w79r56455411
- Singer, P. (Ed.). (1993). A companion to ethics. Oxford, UK: Blackwell Publishing.
- Singer, P. (1994). Ethics. Oxford, UK: Oxford University Press.
- Splitter, L. (2011). Identity, citizenship and moral education. Educational Philosophy and Theory, 43, 484–505. doi:10.1111/j.1469-5812.2009.00626.x
- Stearns, P. N., Seixas, P., & Wineburg, S. S. (Eds.). (2000). Knowing, teaching, and learning history: National and international perspectives. New York: New York University Press.
- Sterba, J. P. (2001). Three challenges to ethics: Environmentalism, feminism, and multiculturalism. New York, NY: Oxford University Press.
- Thiroux, J. P., & Krasemann, K. W. (2009). Ethics: Theory and practice (10th ed.). Upper Saddle River, NJ: Prentice Hall.
- Tong, R., & Williams, N. (2014). Feminist ethics. The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/archives/spr2014/entries/feminism-ethics
- Torpey, J. (2006). Making whole what has been smashed: On reparations politics. Cambridge, MA: Harvard University Press.
- Totten, S., & Pederson, J. (Eds). (2011). Teaching and studying social issues: Major programs and approaches. Charlotte, NC: Information Age.
- Tupper, J. (2014). Social media and the idle no more movement: Citizenship, activism and dissent in Canada. Journal of Social Science Education, 13(4), 87–94. doi:10.4119/UNIBI/jsse-v13-i4-1354
- Vann, R. T. (2004). Historians and moral evaluations. History and Theory, 43(4), 3–30. doi:10.1111/j.1468-2303.2004.00295.x
- VanSledright, B. A. (1996). Closing the gap between school and disciplinary history? historian as high school teacher. In J. Brophy (Ed.), Advances in research in teaching (pp. 257–289). Greenwich, CT: JAI Press.
- VanSledright, B. A., & Limon, M. (2006). Learning and teaching social studies: A review of cognitive research in history and geography. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 545–570). Mahwah, NJ: Erlbaum. doi:10.4324/9780203874790.ch23
- Vardy, P., & Vardy, C. (2012). Ethics matters. London, UK: SCM Press.
- Vincent, C. P. (2011). The voyage of the St. Louis revisited. Holocaust and Genocide Studies, 25, 252–289. doi:10.1093/hgs/dcr038
- Von Borries, B. (1994). (Re-)constructing history and moral judgment: On relationships between interpretations of the past and perceptions of the present. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 339–356). Hillsdale, NJ: Lawrence Erlbaum.
- Ward, L. O. (1975). History—humanity’s teacher? Journal of Moral Education, 4, 101–104. doi:10.1080/0305724750040202
- Wellman, C. H. (2015). Immigration. The Stanford encyclopedia of philosophy. Retrieved from: http://plato.stanford.edu/archives/sum2015/entries/immigration/.
- Wellman, C. H., & Cole, P. (2011). Debating the ethics of immigration: Is there a right to exclude? Oxford, UK: Oxford University Press. doi:10.1093/acprof:osobl/9780199731732.001.0001
- Wineburg, S. S. (1996). The psychology of teaching and learning history. In R. Calfee & D. Berliner (Eds.), Handbook of educational psychology (pp. 423–437). New York, NY: Macmillan.
- Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press. doi:10.1177/003172171009200420
- Wood, R. (2007). June 7, 1939: Prime Minister Mackenzie King turns away Jewish refugees on board the SS St. Louis. The Beaver: Exploring Canada’s History, 87, 12–13.
- Yarhi, E. (2015). MS St. Louis. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/ms-st-louis/